LESSON PLAN Link to Video

INSPIRED BY NATURE (BIOMIMICRY)

Students will design a solution to a problem using ideas from nature. Duration: 45-60 minutes.

CORRELATION

1-LS1-1. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their
external parts to help them survive, grow and meet their needs.

Science & Engineering Practices Connections to Classroom Activity

Constructing Explanations and Designing • Students will use different materials to create
Solutions something useful based on ideas from plants or
Constructing explanations and designing solutions in animals.
K–2 builds on prior experiences and progresses to the
use of evidence and ideas in constructing evidence-
based accounts of natural phenomena.
Use materials to design a device that solves a specific
problem or a solution to a specific problem. (1-LS1-1)

Disciplinary Core Ideas Connections to Classroom Activity

LS1.A: Structure and Function • When designing their creations, students will think
All organisms have external parts. Different animals about the function of different structures of animals
use their body parts in different ways to see, hear, and/or plants. They will then think about a human
grasp objects, protect themselves, move from place to need these functions could satisfy.
place, and seek, find, and take in food, water and air.
Plants also have different parts (roots, stems, leaves,
flowers, fruits) that help them survive and grow. (1-
LS1-1)

© 2019 GENERATIONGENIUS.COM 1
 Crosscutting Concepts Connections to Classroom Activity

Structure and Function • Students will keep specific plant and animal parts
The shape and stability of structures of natural and and their functions in mind when deciding on their
designed objects are related to their function(s). (1- inventions.
LS1-1)

ENGAGE MATERIALS
An assortment of random materials that you have
Show students a picture of a turtle. Ask, “What on hand.
are some special parts or structures that this turtle
Some suggestions:
has?” Students will most likely mention the shell
since this is a common association with a turtle. • Paper towel rolls
Next ask, “Does anyone know what the function • Cardboard
or purpose of the shell is?” Hopefully someone will • Foil
suggest it protects the turtle. Follow up with “How • Clothespins
does the shell protect the turtle?” They should • Plastic wrap
conclude that the shell is hard and the turtle can • Paper bags
hide inside if something tried to eat it or hurt it. • Rubber bands
• Plastic utensils
Move on to the concept of biomimicry. Ask students • Paper plates
to talk with the person next to them about any • Cups
human inventions (things we use) that may have • Tape
been inspired by a turtle’s shell. After a minute • Glue
or so, ask the student pairs to share their ideas. • Paper clips
Hopefully they will come up with things like bike • Pipe cleaners
helmets, armor, etc. The goal is that they come up • Straws
with human inventions that are hard like a shell, but • Scissors
also have the job of protecting something. DIY Activity

Tell students that today they will use different • Old pair of canvas shoes (adults permission
materials to come up with an invention that is required)
inspired by an animal or plant structure. Remind • Candle
students they need to keep the plant or animal’s • Hairdryer
structure in mind. • Pitcher of water
• Large plastic tub

EXPLORE

Show students the variety of materials they have to work with. They can work with a partner or small group which might
help them with idea generation. Students will need to brainstorm first, and then sketch out a plan before they start to
create. If some groups struggle, you can suggest some animals or plants to consider. Some ideas that might be good:
birds (wings that help them fly), sharks (teeth that cut things) or ducks (webbed feet to help them swim). Again, their
creation could be something totally new or it could be something that already exists. Make sure that they identify the
original plant or animal, what feature they are inspired by and what job that feature does.

2 © 2019 GENERATIONGENIUS.COM
 EXPLAIN

After about 30 minutes, give the groups a chance to share their creations. Tell them they need to tell the class what
animal or plant structure (part) their invention imitates and what the function (purpose) of the structure is. Once students
have shared their ideas, write the word biomimicry on the board. Explain biomimicry is when people get an idea from
living things.

ELABORATE

WATCH THE GENERATION GENIUS INSPIRED BY NATURE VIDEO AS A GROUP

After the video you can give your students an opportunity to revise their designs.

EVALUATE

Students can play the online Kahoot! quiz game located below the video which provides downloadable scores at the end
of the quiz game. Alternatively, you can use the paper quiz or the exit ticket questions. All these resources are located
below the video in the Assessment section.

EXTENSION

For older or more advanced students, you could incorporate the steps of the engineering design process into this
activity. There are several versions of the engineering design process. Ask students to talk about where in their activity
they did each of the steps of the engineering design process.

“Next Generation Science Standards” is a registered trademark of Achieve, Inc.

© 2019 GENERATIONGENIUS.COM 3